首页 > 最新文献

2019 IEEE Frontiers in Education Conference (FIE)最新文献

英文 中文
Disciplinary Socialization in Undergraduate STEM Students STEM本科生学科社会化研究
Pub Date : 2019-10-01 DOI: 10.1109/FIE43999.2019.9028439
Benjamin Goldschneider
When students select their major, they also indirectly choose to become a part of a new disciplinary community. How they elect to engage and interact with this community can have significant impacts in their persistence in their chosen major, as well as the quality of their experience. However, little is known about disciplinary socialization, the process by which students learn the customs, behaviors, and values of their disciplines, at the undergraduate level. This research proposal aims to begin the process of bridging this gap in knowledge by exploring the experiences of STEM students as they progress throughout their degrees from first year through to graduation. This work seeks to investigate how disciplinary socialization affects students throughout their progression in their chosen degree program, as well as how disciplinary socialization experiences subsequently affect students’ engagement as a member of their disciplinary community.
当学生选择他们的专业时,他们也间接地选择成为一个新的学科社区的一部分。他们选择如何参与和与这个社区互动,会对他们所选专业的坚持以及他们体验的质量产生重大影响。然而,对于学科社会化,即学生在本科阶段学习其学科的习俗、行为和价值观的过程,知之甚少。本研究计划旨在通过探索STEM学生从一年级到毕业的整个学位过程中的经历,开始弥合这一知识差距的过程。本研究旨在探讨学科社会化如何影响学生在所选学位课程的整个学习过程,以及学科社会化经历如何影响学生作为学科社区成员的参与。
{"title":"Disciplinary Socialization in Undergraduate STEM Students","authors":"Benjamin Goldschneider","doi":"10.1109/FIE43999.2019.9028439","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028439","url":null,"abstract":"When students select their major, they also indirectly choose to become a part of a new disciplinary community. How they elect to engage and interact with this community can have significant impacts in their persistence in their chosen major, as well as the quality of their experience. However, little is known about disciplinary socialization, the process by which students learn the customs, behaviors, and values of their disciplines, at the undergraduate level. This research proposal aims to begin the process of bridging this gap in knowledge by exploring the experiences of STEM students as they progress throughout their degrees from first year through to graduation. This work seeks to investigate how disciplinary socialization affects students throughout their progression in their chosen degree program, as well as how disciplinary socialization experiences subsequently affect students’ engagement as a member of their disciplinary community.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"33 1","pages":"1-2"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73988432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Fostering 21st Century Skills in Student-Centered Engineering Education at the Secondary School Level: Second Evaluation of The Learning Office 在以学生为中心的中学工程教育中培养21世纪技能:学习办公室的第二次评价
Pub Date : 2019-10-01 DOI: 10.1109/FIE43999.2019.9028646
Dominik Dolezal, A. Posekany, L. Vittori, G. Koppensteiner, R. Motschnig
This Research to Practice Full Paper represents the second comprehensive evaluation of the learning office, a pilot project introduced at a higher technical secondary school. The project has reached its third year and encompasses six of our twelve cohorts from grade 9 to grade 11. Students taking part in the learning office project have a more flexible course schedule, allowing them to choose time and scope for almost all of their school subject with some restrictions.The results revealed that the dropout rate could be reduced from 54% to 40% in the learning office over the first two years and also confirmed previous evaluations showing that students choosing the learning office approach struggle in their first year due to the change of systems. However, after they passed the first year, the overall subject-specific learning outcome shows no noteworthy differences. The learning office students of grade 11 even slightly outperformed their control group in some regards. This suggests that once the learning office students adapted to the new system, their gain in transversal, personal, and social skills do not happen at the cost of subject-specific competences, but is an additional asset improving our students’ qualification to meet the challenges of tomorrow.
本论文是对某高等中专学校试点项目学习型办公室的第二次综合评价。这个项目已经进入了第三个年头,涵盖了9年级到11年级的12个班级中的6个。参加学习办公室项目的学生有一个更灵活的课程安排,允许他们在一些限制下选择几乎所有学校科目的时间和范围。结果显示,在学习办公室的头两年里,辍学率可以从54%降低到40%,并且也证实了之前的评价,即选择学习办公室的学生在第一年因为制度的变化而挣扎。然而,在他们过了第一年之后,各学科的整体学习结果并没有显示出显著的差异。学习办公室的11年级学生在某些方面甚至略优于对照组。这表明,一旦学习办公室的学生适应了新系统,他们在横向、个人和社交技能方面的收获不会以牺牲特定学科的能力为代价,而是一项额外的资产,可以提高我们学生的资格,以迎接未来的挑战。
{"title":"Fostering 21st Century Skills in Student-Centered Engineering Education at the Secondary School Level: Second Evaluation of The Learning Office","authors":"Dominik Dolezal, A. Posekany, L. Vittori, G. Koppensteiner, R. Motschnig","doi":"10.1109/FIE43999.2019.9028646","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028646","url":null,"abstract":"This Research to Practice Full Paper represents the second comprehensive evaluation of the learning office, a pilot project introduced at a higher technical secondary school. The project has reached its third year and encompasses six of our twelve cohorts from grade 9 to grade 11. Students taking part in the learning office project have a more flexible course schedule, allowing them to choose time and scope for almost all of their school subject with some restrictions.The results revealed that the dropout rate could be reduced from 54% to 40% in the learning office over the first two years and also confirmed previous evaluations showing that students choosing the learning office approach struggle in their first year due to the change of systems. However, after they passed the first year, the overall subject-specific learning outcome shows no noteworthy differences. The learning office students of grade 11 even slightly outperformed their control group in some regards. This suggests that once the learning office students adapted to the new system, their gain in transversal, personal, and social skills do not happen at the cost of subject-specific competences, but is an additional asset improving our students’ qualification to meet the challenges of tomorrow.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"1 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78863709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
A Case Study of an Integrated Programming Course Based on PBL 基于PBL的集成程序设计课程实例研究
Pub Date : 2019-10-01 DOI: 10.1109/FIE43999.2019.9028579
A. L. Ribeiro, R. Bittencourt
This Research to Practice Full Paper describes a case study of a course that uses problem-based learning (PBL) to integrate the subjects of Object-Oriented Programming, Data Structures and Software Design. We aimed to explore student learning when this teaching-learning approach was applied in the second term of a Computer Engineering undergraduate program. Data collection and analysis was qualitative, using semi-structured interviews and both open and axial coding. Results were organized in terms of qualitative themes describing course organization, problem conception, learned concepts and skills. This thorough exploration of such issues allows course developers to reflect on the impact of PBL and curriculum integration in student learning.
本文介绍了一门课程的案例研究,该课程使用基于问题的学习(PBL)来整合面向对象程序设计、数据结构和软件设计的主题。我们的目的是探索学生的学习,当这种教学方法应用于计算机工程本科课程的第二学期。数据收集和分析是定性的,使用半结构化访谈和开放和轴向编码。结果按照描述课程组织、问题概念、学到的概念和技能的定性主题进行组织。对这些问题的深入探讨使课程开发者能够反思PBL和课程整合对学生学习的影响。
{"title":"A Case Study of an Integrated Programming Course Based on PBL","authors":"A. L. Ribeiro, R. Bittencourt","doi":"10.1109/FIE43999.2019.9028579","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028579","url":null,"abstract":"This Research to Practice Full Paper describes a case study of a course that uses problem-based learning (PBL) to integrate the subjects of Object-Oriented Programming, Data Structures and Software Design. We aimed to explore student learning when this teaching-learning approach was applied in the second term of a Computer Engineering undergraduate program. Data collection and analysis was qualitative, using semi-structured interviews and both open and axial coding. Results were organized in terms of qualitative themes describing course organization, problem conception, learned concepts and skills. This thorough exploration of such issues allows course developers to reflect on the impact of PBL and curriculum integration in student learning.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"26 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75898943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
What Did CS Students Recognize as Study Difficulties? 计算机科学学生认为哪些是学习困难?
Pub Date : 2019-10-01 DOI: 10.1109/FIE43999.2019.9028714
Ville Hämäläinen, Ville Isomöttönen
Computing education research shows substantive interest in novice programming challenges. The present study was rather interested in any phenomena that students would recognize as difficulties during their university studies. The research question was what computing students recognized as their study difficulties after the first year of study. An inductive thematic analysis was applied to the students’ personal writing of the difficulties experienced. The main result categories were independence in new environment, academic requirements, lack of prospects, learning to work, and social integration, which were illustrated by multiple lower level themes. The results inform educators of the wide range of aspects that can underlie complicated studying and help in designing intervention methodology.
计算机教育研究显示了对新手编程挑战的实质性兴趣。本研究对学生在大学学习中认为是困难的任何现象都很感兴趣。研究的问题是计算机专业的学生在第一年学习后认为自己的学习困难是什么。对学生个人写作中遇到的困难进行归纳性主题分析。主要结果类别为新环境独立性、学业要求、缺乏前景、学习工作和社会融合,并通过多个较低水平主题进行说明。结果告知教育工作者广泛的方面,可以作为复杂研究的基础,并有助于设计干预方法。
{"title":"What Did CS Students Recognize as Study Difficulties?","authors":"Ville Hämäläinen, Ville Isomöttönen","doi":"10.1109/FIE43999.2019.9028714","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028714","url":null,"abstract":"Computing education research shows substantive interest in novice programming challenges. The present study was rather interested in any phenomena that students would recognize as difficulties during their university studies. The research question was what computing students recognized as their study difficulties after the first year of study. An inductive thematic analysis was applied to the students’ personal writing of the difficulties experienced. The main result categories were independence in new environment, academic requirements, lack of prospects, learning to work, and social integration, which were illustrated by multiple lower level themes. The results inform educators of the wide range of aspects that can underlie complicated studying and help in designing intervention methodology.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"33 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72662776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Less is More! Preliminary Evaluation of Multi-Functional Document-Based Online Learning Environment 少即是多!多功能文献在线学习环境的初步评价
Pub Date : 2019-10-01 DOI: 10.1109/FIE43999.2019.9028353
Ville Isomöttönen, Antti-Jussi Lakanen, V. Lappalainen
This work-in-progress paper in innovative practice category presents and evaluates a multi-functional document-based learning management system, TIM (The Interactive Material). This system is developed with the goal of integrating a rich set of features seamlessly into teachers’ every-day pedagogical and disciplinary needs. The aim is that a single system (“Less”) would provide all technological solutions necessary for online teaching and learning (“More”), hence the punchline “Less is More!” We illustrate the system and evaluate it based on feedback from teachers. This preliminary evaluation focuses on how teachers reacted to the multi-functional system and is discussed in the context of Technology Acceptance Model (TAM).
这篇正在进行中的论文在创新实践类别中提出并评估了一个多功能的基于文档的学习管理系统,TIM(互动材料)。该系统的开发目标是将丰富的功能无缝地集成到教师的日常教学和学科需求中。其目的是一个单一的系统(“少”)将提供在线教学(“多”)所需的所有技术解决方案,因此妙语“少即是多!”我们根据教师的反馈对系统进行说明和评估。这一初步评估侧重于教师对多功能系统的反应,并在技术接受模型(TAM)的背景下进行讨论。
{"title":"Less is More! Preliminary Evaluation of Multi-Functional Document-Based Online Learning Environment","authors":"Ville Isomöttönen, Antti-Jussi Lakanen, V. Lappalainen","doi":"10.1109/FIE43999.2019.9028353","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028353","url":null,"abstract":"This work-in-progress paper in innovative practice category presents and evaluates a multi-functional document-based learning management system, TIM (The Interactive Material). This system is developed with the goal of integrating a rich set of features seamlessly into teachers’ every-day pedagogical and disciplinary needs. The aim is that a single system (“Less”) would provide all technological solutions necessary for online teaching and learning (“More”), hence the punchline “Less is More!” We illustrate the system and evaluate it based on feedback from teachers. This preliminary evaluation focuses on how teachers reacted to the multi-functional system and is discussed in the context of Technology Acceptance Model (TAM).","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"614 1","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77654588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Finding a Niche and Developing an Undergraduate Data Analytics Course 找到一个利基并开发一个本科数据分析课程
Pub Date : 2019-10-01 DOI: 10.1109/FIE43999.2019.9028633
Zhigang Li, Meng Han, Guangzhi Zheng
In this research to practice work in progress paper, the authors report their experience in developing a data analytics course for an undergraduate information technology program. Data analytics, as an emerging field, is increasingly making an impact in the engineering domain and reshaping many other traditional disciplines. To create a data analytics course that is both instructionally sound and effective, the authors anchored their course development on the theories of learner-centered design and problem-based learning to ensure that the course revolves around student needs and interests, and the skills they’ve learned are transferable. The backward design model was incorporated as a framework to guide the development process to ensure the integrity of the course and that all learning outcomes are measured accordingly. Principles of universal design for learning were also being considered and applied during the development process so students can receive an optimum learning experience. Finally, the developed course will be peer-reviewed using a rubric set forth by the college to ensure the overall quality before it is offered.
在这篇研究实践工作进展的论文中,作者报告了他们为本科信息技术项目开发数据分析课程的经验。数据分析作为一个新兴领域,正在对工程领域产生越来越大的影响,并重塑许多其他传统学科。为了创建一个既有效又有效的数据分析课程,作者将他们的课程开发锚定在以学习者为中心的设计和基于问题的学习理论上,以确保课程围绕学生的需求和兴趣,并且他们所学到的技能是可转移的。后向设计模型被作为一个框架来指导开发过程,以确保课程的完整性,并相应地衡量所有学习成果。在开发过程中也考虑并应用了学习通用设计原则,以便学生能够获得最佳的学习体验。最后,开发的课程将在提供之前使用学院制定的标准进行同行评审,以确保整体质量。
{"title":"Finding a Niche and Developing an Undergraduate Data Analytics Course","authors":"Zhigang Li, Meng Han, Guangzhi Zheng","doi":"10.1109/FIE43999.2019.9028633","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028633","url":null,"abstract":"In this research to practice work in progress paper, the authors report their experience in developing a data analytics course for an undergraduate information technology program. Data analytics, as an emerging field, is increasingly making an impact in the engineering domain and reshaping many other traditional disciplines. To create a data analytics course that is both instructionally sound and effective, the authors anchored their course development on the theories of learner-centered design and problem-based learning to ensure that the course revolves around student needs and interests, and the skills they’ve learned are transferable. The backward design model was incorporated as a framework to guide the development process to ensure the integrity of the course and that all learning outcomes are measured accordingly. Principles of universal design for learning were also being considered and applied during the development process so students can receive an optimum learning experience. Finally, the developed course will be peer-reviewed using a rubric set forth by the college to ensure the overall quality before it is offered.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"47 1","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79762165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Post-Secondary Ready:Does the STEM curriculum Matter? 专上准备:STEM课程重要吗?
Pub Date : 2019-10-01 DOI: 10.1109/FIE43999.2019.9028434
Yujin Lee, A. Bicer, Hyunkyung Kwon, Michael Rugh, R. Capraro, M. M. Capraro, L. Barroso
A high quality STEM preparatory curriculum can help students develop foundational skills and knowledge they require to successfully pursue a variety of college majors and future careers. In particular, use of STEM-related curricula, such as the curriculum found in STEM schools and PLTW schools, has been recommended as a strategy for increasing students’ college readiness and reducing barriers to college entrance and success. The purpose of this study was to analyze students’ postsecondary Science, Technology, Engineering, and Mathematics (STEM) preparedness for entering academic and career pathways. The authors examined college and career readiness of students in grades 11-12 who attended: (a) schools implementing Project Lead the Way curriculum (PLTW schools), (b) Texas inclusive STEM high schools that do not implement PLTW curriculum (T-STEM schools), and (c) schools that do not implement any STEM curriculum or PLTW curriculum (non-STEM/non-PLTW schools). The results of this study indicated that T-STEM schools had the highest rate of student career readiness when compared to PLTW and non-PLTW/non-STEM schools. However, non-PLTW/non-STEM schools had the highest rate of student college readiness when compared to the other two school types. In addition, there was a statistically significant correlation between college readiness and career readiness. These findings lay the groundwork for educators to continue modifying educational curricula to support students’ academic readiness for their future careers.
高质量的STEM预备课程可以帮助学生培养他们成功追求各种大学专业和未来职业所需的基础技能和知识。特别是,使用与STEM相关的课程,例如STEM学校和PLTW学校的课程,被建议作为提高学生大学入学准备和减少大学入学和成功障碍的战略。本研究的目的是分析学生的高等教育科学、技术、工程和数学(STEM)准备进入学术和职业道路。作者研究了11-12年级学生的大学和职业准备情况,这些学生就读:(a)实施项目引领课程的学校(PLTW学校),(b)不实施PLTW课程的德克萨斯州包容性STEM高中(T-STEM学校),以及(c)不实施任何STEM课程或PLTW课程的学校(非STEM/非PLTW学校)。本研究的结果表明,与PLTW和非PLTW/非stem学校相比,T-STEM学校的学生职业准备率最高。然而,与其他两种学校类型相比,非pltw /非stem学校的学生大学准备率最高。此外,大学准备与职业准备之间存在显著的统计学相关性。这些发现为教育工作者继续修改教育课程奠定了基础,以支持学生为未来的职业生涯做好学术准备。
{"title":"Post-Secondary Ready:Does the STEM curriculum Matter?","authors":"Yujin Lee, A. Bicer, Hyunkyung Kwon, Michael Rugh, R. Capraro, M. M. Capraro, L. Barroso","doi":"10.1109/FIE43999.2019.9028434","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028434","url":null,"abstract":"A high quality STEM preparatory curriculum can help students develop foundational skills and knowledge they require to successfully pursue a variety of college majors and future careers. In particular, use of STEM-related curricula, such as the curriculum found in STEM schools and PLTW schools, has been recommended as a strategy for increasing students’ college readiness and reducing barriers to college entrance and success. The purpose of this study was to analyze students’ postsecondary Science, Technology, Engineering, and Mathematics (STEM) preparedness for entering academic and career pathways. The authors examined college and career readiness of students in grades 11-12 who attended: (a) schools implementing Project Lead the Way curriculum (PLTW schools), (b) Texas inclusive STEM high schools that do not implement PLTW curriculum (T-STEM schools), and (c) schools that do not implement any STEM curriculum or PLTW curriculum (non-STEM/non-PLTW schools). The results of this study indicated that T-STEM schools had the highest rate of student career readiness when compared to PLTW and non-PLTW/non-STEM schools. However, non-PLTW/non-STEM schools had the highest rate of student college readiness when compared to the other two school types. In addition, there was a statistically significant correlation between college readiness and career readiness. These findings lay the groundwork for educators to continue modifying educational curricula to support students’ academic readiness for their future careers.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"57 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80489428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Build up a Constructivist Learning Environment for Teaching First-year Students Data Flow Diagrams 构建一年级学生数据流程图教学的建构主义学习环境
Pub Date : 2019-10-01 DOI: 10.1109/FIE43999.2019.9028468
Minjie Hu, S. Cleland, Simon Burt
This Research to Practice Full Paper presents a constructivist learning environment for teaching first-year students Data Flow Diagrams (DFDs) using a question-based learning method. System Analysis and Design is one of the core courses in engineering and computing education. However, it is difficult for the first-year students to learn DFDs without a real or simulated project development, specifically for those who have no programming or database development background. Our approach consists of three key components: 1) using a professional visual Computer-aided software engineering (CASE) tool for students to focus on model semantics rather than its syntax; 2) introducing the DFD Level1 diagram first for students to effectively understand a hierarchical relationship between different levels; and 3) using tables and a well-designed process as scaffolding for students to draw DFDs step-by-step under detailed guidance. This approach had been evaluated quantitatively and qualitatively. Based on the evaluation of a survey, an interview, and recent five-year exam results analysis, the findings reveal that our approach has substantial benefits to students of different abilities. Specifically, students are not disadvantaged regarding to having or not having a programming or database development background within our new learning environment.
本研究提出一种建构主义的学习环境,运用基于问题的学习方法教授一年级学生的数据流程图(dds)。系统分析与设计是工程与计算机教育的核心课程之一。然而,如果没有真实或模拟的项目开发,对于第一年的学生来说,特别是对于那些没有编程或数据库开发背景的学生来说,很难学习dfd。我们的方法由三个关键部分组成:1)使用专业的可视化计算机辅助软件工程(CASE)工具,让学生专注于模型语义而不是语法;2)首先引入DFD Level1图,让学生有效理解不同层次之间的层次关系;3)使用表格和精心设计的过程作为脚手架,让学生在详细指导下逐步绘制dfd。这一方法已经在数量和质量上进行了评价。基于一项调查评估、一次访谈和最近五年的考试结果分析,研究结果表明,我们的方法对不同能力的学生有实质性的好处。具体来说,在我们新的学习环境中,学生并不会因为是否拥有编程或数据库开发背景而处于不利地位。
{"title":"Build up a Constructivist Learning Environment for Teaching First-year Students Data Flow Diagrams","authors":"Minjie Hu, S. Cleland, Simon Burt","doi":"10.1109/FIE43999.2019.9028468","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028468","url":null,"abstract":"This Research to Practice Full Paper presents a constructivist learning environment for teaching first-year students Data Flow Diagrams (DFDs) using a question-based learning method. System Analysis and Design is one of the core courses in engineering and computing education. However, it is difficult for the first-year students to learn DFDs without a real or simulated project development, specifically for those who have no programming or database development background. Our approach consists of three key components: 1) using a professional visual Computer-aided software engineering (CASE) tool for students to focus on model semantics rather than its syntax; 2) introducing the DFD Level1 diagram first for students to effectively understand a hierarchical relationship between different levels; and 3) using tables and a well-designed process as scaffolding for students to draw DFDs step-by-step under detailed guidance. This approach had been evaluated quantitatively and qualitatively. Based on the evaluation of a survey, an interview, and recent five-year exam results analysis, the findings reveal that our approach has substantial benefits to students of different abilities. Specifically, students are not disadvantaged regarding to having or not having a programming or database development background within our new learning environment.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"62 1","pages":"1-8"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84269379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 4
Virtualized Active Learning for Undergraduate Engineering Disciplines (VALUED):A Pilot in a Large Enrollment STEM Classroom 本科工程学科的虚拟化主动学习(有价值):在大型STEM教室中的试点
Pub Date : 2019-10-01 DOI: 10.1109/FIE43999.2019.9028455
Soheil Salehi, R. Demara
This student poster paper presents an innovative practice in order to increase the scalability and efficacy of student problem-based team learning in large enrollment engineering classrooms. We have devised a novel Virtualized Active Learning (VAL) approach to facilitate instructional delivery, assessment, and review of teams. VAL introduces a new pathway by utilizing open-source digital environments for effective and scalable teambased learning in classroom settings while empowering equitable participation from diverse learners. The proposed method provides a unique opportunity for learners to acquire knowledge and skills that are considered vital in STEM fields such as working in multidisciplinary teams proficiently and communicating with other team members in an effective manner. Meanwhile, they are engaged in finding an optimal solution to a design problem that requires certain specific constraints to be adequately met. The results of our pilot study indicate excellent potential for VAL in large enrollment STEM courses while facilitating the instructors to provide assistance and feedback to students in real-time.
这篇学生海报论文提出了一种创新的实践,以提高学生基于问题的团队学习在大型招生工程教室中的可扩展性和有效性。我们设计了一种新颖的虚拟主动学习(VAL)方法,以促进教学交付、评估和团队审查。VAL通过利用开源数字环境在课堂环境中进行有效和可扩展的团队学习,同时赋予不同学习者公平参与的权力,引入了一种新的途径。所提出的方法为学习者提供了一个独特的机会来获得在STEM领域中被认为至关重要的知识和技能,例如熟练地在多学科团队中工作以及以有效的方式与其他团队成员沟通。与此同时,他们还致力于为需要充分满足某些特定约束的设计问题寻找最佳解决方案。我们的试点研究结果表明,在大规模招生的STEM课程中,VAL具有良好的潜力,同时方便教师实时向学生提供帮助和反馈。
{"title":"Virtualized Active Learning for Undergraduate Engineering Disciplines (VALUED):A Pilot in a Large Enrollment STEM Classroom","authors":"Soheil Salehi, R. Demara","doi":"10.1109/FIE43999.2019.9028455","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028455","url":null,"abstract":"This student poster paper presents an innovative practice in order to increase the scalability and efficacy of student problem-based team learning in large enrollment engineering classrooms. We have devised a novel Virtualized Active Learning (VAL) approach to facilitate instructional delivery, assessment, and review of teams. VAL introduces a new pathway by utilizing open-source digital environments for effective and scalable teambased learning in classroom settings while empowering equitable participation from diverse learners. The proposed method provides a unique opportunity for learners to acquire knowledge and skills that are considered vital in STEM fields such as working in multidisciplinary teams proficiently and communicating with other team members in an effective manner. Meanwhile, they are engaged in finding an optimal solution to a design problem that requires certain specific constraints to be adequately met. The results of our pilot study indicate excellent potential for VAL in large enrollment STEM courses while facilitating the instructors to provide assistance and feedback to students in real-time.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"24 1","pages":"1-2"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76775229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Development of IT Identity in Learning through Construction Courses 透过建构课程学习资讯科技认同的发展
Pub Date : 2019-10-01 DOI: 10.1109/FIE43999.2019.9028669
Justyna Szynkiewicz
This PhD work aims to understand how Learning through Construction affects the formation of IT identity at university. A qualitative study using the principles of constructivist Grounded Theory examines what students experience in the context of LtC and how they are affected by these experiences.
本博士研究旨在了解建构式学习如何影响大学资讯科技认同的形成。一项使用建构主义扎根理论原则的定性研究考察了学生在LtC背景下的经历以及这些经历如何影响他们。
{"title":"Development of IT Identity in Learning through Construction Courses","authors":"Justyna Szynkiewicz","doi":"10.1109/FIE43999.2019.9028669","DOIUrl":"https://doi.org/10.1109/FIE43999.2019.9028669","url":null,"abstract":"This PhD work aims to understand how Learning through Construction affects the formation of IT identity at university. A qualitative study using the principles of constructivist Grounded Theory examines what students experience in the context of LtC and how they are affected by these experiences.","PeriodicalId":6700,"journal":{"name":"2019 IEEE Frontiers in Education Conference (FIE)","volume":"76 1","pages":"1-3"},"PeriodicalIF":0.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77985175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
期刊
2019 IEEE Frontiers in Education Conference (FIE)
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1